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| Training Future Behavior Analysts: Methods for aligning experiential and classroom applications of foundational knowledge content. |
| Monday, May 25, 2015 |
| 10:00 AM–10:50 AM |
| 206AB (CC) |
| Area: TBA/EDC; Domain: Applied Research |
| Chair: Ginette Wilson-Bishop (Bay Path University) |
| CE Instructor: Ginette Wilson-Bishop, Ph.D. |
| Abstract: This presentation will delineate the evolution of a University sponsored fieldwork experience program adhering to the parameters outlined by the Behavior Analyst Certification Board (BACB). The strengths and challenges associated with the growth of the program, as well as the fluid nature of BACB supervision guidelines will also be discussed. Mechanisms by which to adequately train and oversee supervision by adjunct faculty members will be shared. Two applied studies will be presented as an evaluation of skill acquisition for graduate ABA students within classroom and experiential learning opportunities. The first will discuss the Behavior Analyst Certification Boards (2012) identification of the translation of technical language as a competency for certified clinicians and involved a component analysis of a treatment package aimed at the assessment and training of behavior analytic consultation skills. The treatment package involved observation of targeted skills and a self-study (personalized system of instruction) task. The second study presents data supporting the use of a Foundational Knowledge Tool designed to relate concepts to applied practice. The Tool, utilized within core courses, allows tracking of topography-based responding associated with Foundational Knowledge content and its relation (linkage) to other Task List Content (i.e. Fundamental Elements of Behavior Change). Once growth in topography-based connections (intended to represent clinical use/applications of the concepts) was shown, an exam measuring student ability to relate the content to scenario-based multiple-choice questions (intended to represent a national certification exam) was administered. This study evaluated the correlation between use of the Tool and outcomes on selection-based exams. |
| Keyword(s): Supervision, Teaching |
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| Supervision in ABA: Preparing future behavior analysts in practice |
| GINETTE WILSON-BISHOP (Bay Path University), Susan Ainsleigh (Bay Path University) |
| Abstract: According to Bernard & Goodyear (1998) supervision is an intervention that is provided by a senior member of a profession to a junior member or members in the same profession. This intervention is evaluative, extends over time, and has the simultaneous purposes of enhancing professional functioning of junior members, monitoring the quality of professional services offered to clients, and serving as a gatekeeper to those who enter a particular profession. This presentation will delineate the evolution of a University sponsored fieldwork experience program adhering to the parameters outlined by the Behavior Analyst Certification Board (BACB). The strengths and challenges associated with the growth of the program, as well as the fluid nature of BACB supervision guidelines will also be discussed. Mechanisms by which to adequately train and oversee supervision by adjunct faculty members will also be shared. |
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| Training Interpersonal Communication Skills: A Supplement to an Experiential Learning Course |
| NOELLE NEAULT (Bay Path University) |
| Abstract: Concerns have been raised regarding the use of technical language of applied behavior analysis (ABA) when communicating with members of the general public (Rolider and Axelrod, 2005). It has been argued that the technical language of ABA is a barrier to treatment acceptability and limits the field’s social validity (Foxx, 1996). Although the Behavior Analyst Certification Board® (2012) has now identified the translation of technical language as a competency for certified clinicians, there is little literature evaluating the teaching of this skill. The following study involved a component analysis of a treatment package aimed at the assessment and training of behavior analytic consultation skills. The treatment package involved observation of targeted skills and a self-study (personalized system of instruction) task.
Keywords: technical language, plain English, consultation, mentoring |
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| Generalizing Foundational Knowledge Content Across Response Topographies for Graduate Students |
| MELISSA HUNSINGER (Bay Path University), Ginette Wilson-Bishop (Bay Path University), Susan Ainsleigh (Bay Path University) |
| Abstract: With the delineation of the Foundational Knowledge Content Area in the 4th Edition Task List© (BACB®, 2012), there has been a push to integrate and embed this content across all courses within Bay Path University’s Master’s Program Course Sequence in Applied Behavior Analysis. Through the creation of a Foundational Knowledge Tool used to relate all of these concepts into practice, which has been utilized within the student’s core courses, we have been able to track student’s topography-based responding when asked to link Foundational Knowledge to other Task List Content (i.e. Fundamental Elements of Behavior Change). After seeing growth in topography-based connections (intended to represent clinical use/applications of the concepts), we implemented an exam to measure the student’s ability to relate the content to scenario-based multiple-choice questions (intended to represent a national certification exam). This research will evaluate the correlation between students who have used the Foundational Knowledge Tool within core classes and a change in their selection-based exam scores. Also to be evaluated will be the parameters of the intervention (i.e. contacting the Foundational Knowledge Tool 1x versus 6xs) on exam scores. Lastly, we will explore BACB® Certification Exam pass rates within two groups of Bay Path University graduates: graduates who did not receive the Foundational Knowledge Intervention within their course sequence vs. graduates who did receive this intervention. |
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